Parent-Child Relations - Science topic

A 'back' button would be helpful. I realised at one point that I had misread an item, but it was too late.

Sorry I don't have children. Will share it with those who do. Good luck with your research.

As a parent I normally monitor?

The mood change of a teenager when told you are not going to the market?

The amount of time the child spends on the phone instead of reading.

The amount of hours spend sitting on tv listening soaps and not news.

To measure myself confidence is through

The number of positive compliments I tell other children to copy from the older one.

Also the way I communicate to the teenage, if it is harsh it means my confidence is low but if it is not, it means I have much confidence.

Thank you both, the help is very appreciated!

I will have a look into those suggestions!

Please see this paper:

Do not know if this helps you: Dyadic Consensus Scale (DCS) a subscale of Dyadic Adjustment Scale (DAS, Spanier, 1976),

We used the following measure for parents and students:

Nicole Marie Summers-Gabr I totally agree with your point. Parenting style, age, gender, socio economic status play an important role for any child in different cultures on displaying their emotions. I would like to add some more points,

3. Sibling/ Peer relationship.

Hi Jisoo Youn,

An option would be to do the longitudinal meta-analysis within the general linear mixed model framework (i.e. regression type models often fitted to longitudinal data).

I'd recommend this article: Musekiwa, A., Manda, S.O., Mwambi, H.G. and Chen, D.G., 2016. Meta-analysis of effect sizes reported at multiple time points using general linear mixed model. PloS one, 11(10), p.e0164898.

Your idea to perform separate univariate meta-analysis for 1 time point for each study each is an approach sometimes used... the problem with performing separate univariate meta-analysis is that it ignores correlation between the effect sizes at different points... Would be a shame to not make use of longitudinal data when you have it.

Thanks! Hope all is well

Payal Sood hi! can you send me the copy of the manual?

My thought would be to treat the control variable as any other covariate. Another reason that I stopped using SPSS and it's language. Best, D. Booth

Yes, I agree with Stephen. Traditionally, childhood was considered to be a preparation for adulthood. Children were integrated into family life to be "socialized" through contact with adult models. Today, childhood has been idealized, and an entire industry has sprung up to create a world of food and entertainment devoted exclusively to them. Adulthood (with its attendant responsibilities) is no longer perceived as a goal towards which we strive, but rather as an unwelcome and intrusive "dose of reality" into an otherwise perfect world. We bemoan the loss of our innocence and the carefree lifestyle of our youth, and are encouraged to rediscover our "inner child."

The return of a vanquished disease reflects historical amnesia, declining faith in institutions, and a troubling lack of concern for the public good.

PETER BEINART AUGUST 2019 ISSUE [The Atlantic]

...One answer is that contemporary America suffers from a dangerous lack of historical memory. Most of the parents who are today skipping or delaying their children’s combined measles, mumps, and rubella (MMR) vaccine don’t remember life with measles, much less that it used to kill more children than drowning does today. Nor do they recall how other diseases stamped out by vaccines—most prominently smallpox and polio—took lives and disfigured bodies...

Our amnesia about vaccines is part of a broader forgetting. Prior generations of Americans understood the danger of zero-sum economic nationalism, for instance, because its results remained visible in their lifetimes. ..

Declining vaccination rates not only reflect a great forgetting; they also reveal a population that suffers from overconfidence in its own amateur knowledge. In her book Calling the Shots: Why Parents Reject Vaccines, the University of Colorado at Denver’s Jennifer Reich notes that starting in the 1970s, alternative-health movements “repositioned expertise as residing within the individual.” This ethos has grown dramatically in the internet age, so much so that “in arenas as diverse as medicine, mental health, law, education, business, and food, self-help or do-it-yourself movements encourage individuals to reject expert advice or follow it selectively.” Autodidacticism can be valuable. But it’s one thing to Google a food to see whether it’s healthy. It’s quite another to dismiss decades of studies on the benefits of vaccines because you’ve watched a couple of YouTube videos. In an interview, Reich told me that some anti-vaccine activists describe themselves as “researchers,” thus equating their scouring of the internet on behalf of their families with the work of scientists who publish in peer-reviewed journals.

In many ways, the post-1960s emphasis on autonomy and personal choice has been liberating. But it can threaten public health. Considered solely in terms of the benefits to one’s own child, the case for vaccinating against measles may not be obvious. Yes, the vaccine poses little risk to healthy children, but measles isn’t necessarily that dangerous to them either. The problem is that for others in society—such as children with a compromised immune system—measles may be deadly. By vaccinating their own children, and thus ensuring that they don’t spread the disease, parents contribute to the “herd immunity” that protects the vulnerable. But this requires thinking more about the collective and less about one’s own child. And this mentality is growing rarer in an era of what Reich calls “individualist parenting,” in which well-off parents spend “immense time and energy strategizing how to keep their children healthy while often ignoring the larger, harder-to-solve questions around them.”"

In any case (including High Tech / AI supported cars), I believe that the minimum age to allow getting a driving license should be 18 years old.

Dear Jennifer and Laurent

Thanks for your responses. At the moment we are looking to apply for funding for a UK-based study.

Anyone from outside the UK who is interested in training in the model can contact the clinical lead, Gerry Byrne, to discuss training possibilities outside of the research project.

We would also be happy to talk with partners outside of the UK about other international funding possibilities for a multi-national study in the future. Let us know if you have funding streams in mind.

Michelle

��

An important and significant issue. There are definitely some outstanding articles.

You can also access: L.A. Dardas & M. M. Ahmad. Psychometric properties of the Parenting Stress Index with parents of children with autistic disorder. Journal of Intellectual Disability Research, volume 58 part 6 pp 560–571 june 2014.

: a young adult who returns to live at his or her family home especially for financial reasons

Probably the parents do not ask the children to pay. My younger son introduced me to this concept:)

here are references under the text: https://en.wikipedia.org/wiki/Boomerang_Generation

Thank you Beatrice..

Thanks a lot

 thanks a lot, Rafael

Thank you for elaborative and explicit answer. yes I was not  aware of Hoffman's disciplinary methods. Yes qualitative criterion is always better option. But I ve seen educationist using the terminologies which I mentioned in my query. I just want to know whether these terminologies are research based. 

Do you find useful the Critical Reflective Questionnaire by Kember?

As the parent of two children diagnosed with autism, I have yet to find a specific program or module that is designated for the purpose of which you are speaking.

Dear Friends,

Thank you so much for your response and contribution. All of them are so valuable for me?

Augul, there is no scale. The "diagnosis" is arrived at only through clinical interviews. You might read some of the recent literature, for example the recent special section of the July 2016 issue of Journal of Child Custody: Research, Issues, and Practices, Vol 13(2-3), and some other recent publications you can find on PsycNet. My sense of the literature is that there are much better ways to approach custody and parent-child relationships.

Editor’s note about the special section.

doi: http://dx.doi.org/10.1080/15379418.2016.1221270

By Geffner, Robert

Journal of Child Custody: Research, Issues, and Practices, Vol 13(2-3), Jul 2016, 111-112.

This editorial presents the current issue of Journal of Child Custody: Research, Issues, and Practices. This special section of commentaries came about for an unusual reason. When the first article was submitted for publication, the reviewers commented that it might not be worthy of publication because it was clear to them “parental alienation syndrome” or disorder (PAS/PAD) had been widely discredited and not accepted as a diagnosis by any classification system nor by any creditable professional organization. The reviewers went on to discuss the lack of peer reviewed research in over 25 years supporting such a disorder, and that it really had no use in family or other courts, but that this was now widely known. The commentaries in this section make it clear that there is no peer reviewed research supporting such a theory as PAS/PAD, they discuss several problematic issues and effects from different perspectives when such an approach is taken, and the harm to traumatized children that occurs when the recommendations promoted by authors are adopted by family courts. It is hoped that the commentaries in this section helps us get back to research and actual theories rather than junk science that can negatively affect traumatized children for years to come. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

When courts accept what science rejects: Custody issues concerning the alleged “parental alienation syndrome”.

doi: http://dx.doi.org/10.1080/15379418.2016.1219245

By Clemente, Miguel; Padilla-Racero, Dolores

Journal of Child Custody: Research, Issues, and Practices, Vol 13(2-3), Jul 2016, 126-133.

“Parental alienation syndrome” (PAS) is unscientific and is an affront to children, women who hold the custody of children of separated couples, science, human rights, and the justice system itself. Justice, to be just, should be based on scientifically proven theories and evidence. This article describes investigations carried out to show that two of the principles that underpin PAS are false: That children lie when pressed (alienated in the terminology of PAS), and that the principle that should guide judges’ actions for the good of the child should be that for the child to always be in contact with both parents. The results of these investigations show that these two principles are false and advocates the use of truly scientific proceedings for judges to grant custody in case of dispute between parents, as well as for determining the visitation for the noncustodial parent. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Recommended treatments for “parental alienation syndrome” (PAS) may cause children foreseeable and lasting psychological harm.

doi: http://dx.doi.org/10.1080/15379418.2016.1219974

By Dallam, Stephanie; Silberg, Joyanna L.

Journal of Child Custody: Research, Issues, and Practices, Vol 13(2-3), Jul 2016, 134-143.

The coercive and punitive “therapies” recommended for children diagnosed with parental alienation constitute an ethical minefield and are especially inappropriate when used on children who have already been traumatized. Forced reunification against a child’s will and without taking into consideration the child’s point of view and emotional well-being, can be expected to reinforce a sense of helplessness and powerlessness in an already vulnerable child. Such “treatment” can be expected to do more harm than good, and rather than helping their well-being, could cause lasting psychological harm, particularly when imposed upon children who claim the parent they are being forced to reunify with is abusive. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Examining the validity of parental alienation syndrome.

doi: http://dx.doi.org/10.1080/15379418.2016.1217758

By O'Donohue, William; Benuto, Lorraine T.; Bennett, Natalie

Journal of Child Custody: Research, Issues, and Practices, Vol 13(2-3), Jul 2016, 113-125.

“Parental alienation syndrome” (PAS) is a phrase first coined by Dr. Richard Gardner. Since its inception several scholars have reviewed and criticized this construct, and it has never been accepted by the scientific community as a legitimate scientific construct, as a syndrome or as a mental disorder. Despite its general rejection as unscientific, the construct of PAS at times continues to be used in legal settings as if it has an adequate foundation within science, clinical, or forensic practice. This commentary briefly reviews past critiques of PAS and describes several additional problems that have occurred with the use of this construct. (PsycINFO Database Record (c) 2017 APA, all rights reserved)

No way to turn: Traps encountered by many battered women with negative child custody experiences.

doi: http://dx.doi.org/10.1080/15379418.2016.1213114

By Saunders, Daniel G.; Oglesby, Katherine H.

Journal of Child Custody: Research, Issues, and Practices, Vol 13(2-3), Jul 2016, 154-177.

Women leaving violent relationships face many challenges and risks. A survivor with children may encounter even greater barriers in protecting herself and her children from an ex-partner. These barriers are especially insidious because they take the form of “no-win” situations or “traps.” If she stays she may be accused of “failing to protect” her children from violence and then faces more violence, yet leaving means facing the risk of stalking, harassment and more abuse. Reporting threats or violence to authorities or being reluctant to co-parent means she goes against the “friendly parent” standard used to award custody. She also risks being accused of making false allegations of abuse or being labeled as an “alienator,” causing “parental alienation syndrome” in her child. We illustrate such traps with survivors’ own words among those who experience very negative custody or visitation outcomes. Implications are made for professional practice and policy reform. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Commentary for “Examining the use of ‘parental alienation syndrome’”.

doi: http://dx.doi.org/10.1080/15379418.2016.1219244

By Shaw, Morgan

Journal of Child Custody: Research, Issues, and Practices, Vol 13(2-3), Jul 2016, 144-146.

This commentary is in response to the article, “Examining the use of ‘parental alienation syndrome,’” and provides useful information to individuals and institutions within both the mental health and legal fields. Further exploration of the concepts within Richard Gardner’s parental alienation syndrome (PAS) is important given the fact that PAS has no methodologically sound, peer-reviewed research and yet legal systems and mental health professionals continue to rely on it greatly in making very important legal decisions that affect the lives of many. While attorneys, judges, or clinicians may not say a child is suffering from PAS, or may never even use the term “alienating,” they still base their opinions and subsequent recommendations on Gardner’s concepts and ideology. Articles like this one hopefully bring light to these important areas and bring the focus back on what is in the best interest of the children. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Another recent review:P arental alienation syndrome or alienating parental relational behaviour disorder: A critical overview.

By Siracusano, A.; Barone, Y.; Lisi, C.; Niolu, C.

Journal of Psychopathology / Giornale di Psicopatologia, Vol 21(3), Sep 2015, 231-238.

Objective: Parental alienation is very common in conflictual separations and is a serious problem in most parts of the world. In 50% of separations and in one-third of divorces a child under 18 is involved. One of the major problems in these cases is when children reject a parent after divorce. In conflictual separations a real psychopathology, defined as parental alienation syndrome (PAS) in 1985, can develop. In recent years, a growing interest in this syndrome has been seen in the international scientific community: several studies have been carried out and the necessity for a more accurate definition of PAS has been considered beneficial because courts, scientific and clinical practice are interested in this syndrome. In order to understand parental alienation better, our investigation aims to identify which findings in published studies may be useful to clinical practice involving both parents and children. Methods: Our study systematically reviewed all publications in the MEDLINE/ PubMed database searching for the terms "parental alienation", "parental alienation syndrome", or "parental alienation disease" as keywords. We included studies and books that were published online between 1985 and 2015, included original data or reviews and involved assessment and/or diagnosis and/ or treatment of PAS. This assessment will reveal strengths and weaknesses in the current PAS literature; moreover, we present suggestions for improving the refinement of the literature. Results: A total of 28 articles and books were appropriate for this review. The studies included raised many fundamental questions such as the scientific validity of PAS, the proposal of specific diagnostic criteria and the importance of an accurate diagnosis. Findings from studies that met inclusion criteria in our review are presented, suggesting new clinical perspectives and raising new questions concerning assessment and treatment. Conclusion: The theme of parental alienation is currently the subject of important research and debate. Based on the research carried out, we could state that parent alienation does not correspond to a "syndrome" or a specific individual psychic "disorder". It can better defined as a dysfunctional family relation model determined by the excluding or "alienating" parent, the excluded or "alienated" parent and the child, each member of this triad with his/her own responsibilities and contribution. The explanation of this disorder has its own validity, but thorough research to clarify its features, (e.g. duration and intensity of symptoms) should be conducted, otherwise it could be instrumentally used in litigations. Further systematic and large-scale studies of parental alienation are needed that take into account the issues discussed and proper objective diagnostic criteria should be defined for scrupulous diagnosis and valid treatment. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Hello Hayley,

This might be relevant:

Taylor, A., Atkins, R., Kumar, R., Adams, D., & Glover, V. (2005). A new Mother-to-Infant Bonding Scale: links with early maternal mood. Archives of women's mental health, 8(1), 45-51.

. . or there may be something mentioned in these papers:

Perrelli, J. G. A., Zambaldi, C. F., Cantilino, A., & Sougey, E. B. (2014). Mother-child bonding assessment tools. Revista Paulista de Pediatria, 32(3), 257-265.

Van Bussel, J. C., Spitz, B., & Demyttenaere, K. (2010). Three self-report questionnaires of the early mother-to-infant bond: reliability and validity of the Dutch version of the MPAS, PBQ and MIBS. Archives of women's mental health, 13(5), 373-384.

Very best wishes,

Mary

Hello Tal,

Prof Odin Hjemdal et al (2006) developed the Resilience Scale for Adolescents (READ): 

Hjemdal, O., Friborg, O., Stiles, T. C., Martinussen, M., & Rosenvinge, J. H. (2006). A new scale for adolescent resilience: Grasping the central protective resources behind healthy development. Measurement and evaluation in Counseling and Development, 39(2), 84.

You could ask him for the scale, either through ResearchGate:

or at his university:

For other scales, this link might be helpful:

Very best wishes,

Mary

Hello,

The following are relevant:

Lee, R. M., & Davis, C. (2000). Cultural orientation, past multicultural experience, and a sense of belonging on campus for Asian American college students. Journal of College Student Development, 41, 110-115.

Lee, R. M., Draper, M., & Lee, S. (2001). Social connectedness, dysfunctional interpersonal behaviors, and psychological distress: Testing a mediator model. Journal of counseling psychology, 48(3), 310-318.

Good luck.

Salut Stéphane,

I am only familiar with the 20-item version which is indeed the one posted from Ohio.

Dear Alphonso:

You ask the following: How does teenage motherhood affect the cognitive outcomes and academic achievement of teenage mothers' children? Let me say that this is a nice topic for your MA thesis. 

It is often the case that a question can give rise to a short or long answer. As I see it, James provided you with abundant literature related to your question. My answer to your question will be a short answer. Let me begin by saying that in order to be successful, any parenting and, hence, motherhood, should aim at promoting the child's cognitive, moral and aesthetical development. Note that the true, the good, and the beautiful are universal categories, regardless of how they are seen at different places and times. Unfortunately, schools and families often emphasize the cognitive at the cost of the good and the beautiful. For example, it is often said  that schools and families are much more oriented to three " Rs" (reading, writing, and reasoning) than the three "Cs" (care, concern, and connection). It would be nice of you that your thesis also referred, for example, to how teenage motherhood affects the moral and aesthetical outcomes of teenage mothers' children. Of course , this is not mandatory, only a suggestion. By so doing, you would have a Kantian theoretical framework for your dissertation. Note that Kant wrote three Critiques, one dedicated to the true (Critical of Pure Reason); one dedicated to the good (Critical of Practical Reason), and one related to the beautiful (Critique of Judgment). In this vein, we might say that Piaget's oeuvre is devoted to the scientific study of true, that Kohlberg's theory is dedicated to the scientific study of the good. Kant's Critique of Judgment still waits for being seriously addressed in developmental psychology.

Are you acquainted with Diane Baumrind's styles of parenting, be it seen from the father's or mother's perspective? She conceptualized three types of parenting/motherhood/fatherhood. Authoritative, authoritarian, and permissive, Authoritative motherhood is demanding but warm; authoritarian motherhood is demanding but cold; permissive parenting is guided, say, by the slogan "laissez faire, laissez passer, laissez aller (Let's it go)".

There is amassing evidence that shows that an authoritative motherhood or fatherhood has beneficial effects on the child's cognitive, moral, pro-social, emotional, and aesthetical development. This is not the case of either an authoritarian or permissive parenting. In a  permissive parenting, for example, the child is left, say, at complete darkness in terms of any logical rule, or moral norm. Note, however, that a world deprived of any truth would be illogical and aberrant, and deprived of any moral norm or principle would be unjust and immoral.

I also wonder whether you are acquainted with Martin Hoffman’s classical thinking about the discipline strategies that parents, be they mothers or fathers, appeal while dealing with misdeeds of several types committed by their children in their everyday life, namely at home. More precisely, Hoffman [see Hoffman, M. (1970). Moral development. In P. Mussen (Ed.), Carmichael's manual of child psychology (Vol. 2. pp. 261-360). New York: Wiley] studied children’s moral reasoning and development as a function of the type of discipline strategies parents employ while dealing with misbehavior committed by their children in their everyday life. Children’s moral development was seen in Piagetian terms [see Piaget, J. (1932). The moral development of the child)].As you certainly know,Piaget distinguished moral heteronomy, a morality oriented to the idea of fear, obedience and unilateral respect, from moral autonomy, a more advanced form of morality, a morality guided by the idea of equality, cooperation, and bilateral respect.

Hoffman conceptualized three types of such discipline strategies: Power assertion, withdrawal of love and inductive or explanatory practices. There is power assertion when parents “… try to control the child’s behavior by appealing to their physical power or their control of certain resources…” such as toys, fruit-gums, and the like (Hoffman, 1970, p. 285). (e.g., “if you do that, to lie, for instance, you won’t have toys anymore”. Withdrawal of love is a kind of blackmail in that parents try to control the child’s behavior by threatening him/her with unpleasant psychological consequences, such as, “if you do that -- to hit your sister, for example -- mom does not like you anymore”. Thus, in the withdrawal of love strategy “… parents give a direct, albeit not physical, expression of their disapproval of the child’s transgressions.” (p. 285). Contrary to what happens with power assertion and withdrawal of love, when inductive or explanatory practices are used, parents try to get the child’s adherence by explaining to him/her the negative effects of his/her misdeeds on others (e.g.,” if you hit your sister she will be hurt”).

Among other things, Hoffman found that such discipline strategies or practices were related to different levels of children’s moral development. For example, he found (see p.292) that the frequent use of power assertion on the part of the mother was consistently associated with a low level of children’s moral development, such as is the case of moral heteronomy. In contradistinction, inductive practices were positively associated with the child’s moral autonomy. In a nutshell, discipline strategies a la Hoffman are a good predictor of children’s moral development. As there is mounting evidence that shows that one’s cognitive and social development are a necessary, albeit not sufficient, condition of one’s moral development, Hoffman’s parenting  strategies are also, to an extent, a predictor of children’s cognitive and social development. .     

As far as I know there is no standardized tool to assess both Baumrin's styles of parenting and Hoffman’s discipline strategies. This means that if you want to appeal to such strategies as predictors of developmental outcomes you have to conduct a semi-structured. This is not bad, I think. Actually, psychologists often make use, for example, of standardized like-Likert scales. By so doing, they believe and get the impression – I would say the illusion -- that they are really measuring a certain psychological construct, such cognitive, moral, social, emotional, or aesthetical development. This is one of the reasons why I think that in psychology we should say to evaluate or assess, not to measure. Suffice it to say that, for example, in a Likert-scale the same score (40, for instance) can be obtained or achieved by answering differently to the several items of the scale at hand. The belief mentioned above is greatly responsible for what the Neo-Popperian Paul Meehl once called “the slow progress of soft psychology “[See Meehl, P. (1978) Theoretical risks and tabular asterisks: Sir Karl, Sir Ronald, and the slow progress of softy psychology. Journal of Consulting and Clinical Psychology, 46, 806-834].

 Note also, that Piaget’s monumental theory of cognitive development never appealed to generally and theoretically ungrounded standardized scales or (mental) tests but rather to theoretically grounded interviews and developmental tasks. To see the difference between mental tests and developmental tasks a la Piaget, note that the former are referred to a quantitative norm, and the latter to a qualitative criterion. In other words, Piaget’s idea was to assess the type of one’s intelligence (i.e., to know better) than the quantity of one’s intelligence (i.e., to know more of the same).

I hope that I have got your points and that this helps.   

Best regards.               

Thank you so much for this article. It's great. 

Is this still open? I would be interested myself and am in Zimbabwe

Hi Luisiana,

In the future you may want to consider how interactions between pregnant women and formal caregivers (physicians, etc.) influence future behavior/health in the mother and her child. The editor of Violence and Victims, Roland Maiuro and I have developed a measure on domestic violence in pregnant women. This may be an important first step towards prevention. You can find the reference on RG. Also, please say hello to my friends and colleagues at La Sapienza (Fabio et al).

Dear Janna, 

Ryff and Singer (2008)  write in Journal of Happiness Studies

"We will thus be required to address issues, such

as what constitutes too little, or too much, life purpose? Or, what

is too little, or not enough, self-knowledge? Questions such as

these could not be more timely for the scientific study of human

well-being where current inquiry is now poised to predict important

empirical outcomes (e.g., the health of individuals, their families,

and their communities) based on reported levels of

eudaimonic well-being." 

This is a very complex concept and I do not understand if you mean that you would like to include the patients who died or their care takers 

Thank You Pat !

Check the mental measurements yearbook....

There's an abstract on ResearchGate https://www.researchgate.net/publication/236717701_Gender_Body_Meaning_Anthropological_Perspectives_on_Self-Injury_and_Borderline_Personality_Disorder

If you are undertaking research on Thrive - It would be worth looking at the thesis by M Cole (2012) "Promoting emotional well being and inclusion for children identified with Emotional and Behavioural Difficulties in mainstream primary schools: An evaluation of a psychotherapeutic approach" undertaken at University of Exeter.

Yes, I think so,   Dr. Hayfaa

I am also looking for a similar questionnaire about knowledge/attitudes/perceptions of trauma to give to teachers. Did you end up finding a good questionnaire?

From my understanding "expressed" means behavioral or manifest. However, the term "deviant" is more ambiguous. Recall that deviance is always a product of some form of social labelling; behaviours are not inherently deviant but are perceived and identified as such.  

I agree with John Krachenfels that your moderators have to be theoretically justified. I suspect that literature on social-interpersonal conflicts within groups of organizations would be useful here.

Good luck, 

Dear Adriana,

I found a paper in PsycNET: Are parents' gender schemas related to their children's gender-related cognitions? A meta-analysis, authorized by Tenenbaun & Leaper and published in Developmental Psychology 2002; 38(4):615-30. Both title and abstract feel good but unfortunately I have not the fultext. I have found that authors are ResearchGate members and full text of article can be requested through the attached link.

I hope this will help you.

 Thank you for your time!

Dear Kevin Grobman,

If I understood it well you are wondering whether there are dimensions or categories of parenting that predict developmental outcomes in addition to Baumrind’s parenting styles (authoritarian, authoritative, permissive).

I wonder whether you are acquainted with Martin Hoffman’s classical thinking about the discipline strategies parents use when dealing with misdeeds of several types committed by their children in their everyday life, namely at home. More precisely, Hoffman [see Hoffman, M. (1970). Moral development. In P. Mussen (Ed.), Carmichael's manual of child psychology (Vol. 2. pp. 261-360). New York: Wiley] studied children’s moral reasoning and development as a function of the type of discipline strategies parents employ while dealing with misbehavior committed by their children in their everyday life. Children’s moral development was seen in Piagetian terms [see Piaget, J. (1932). The moral development of the child)]. As you certainly know Piaget distinguished moral heteronomy, a morality oriented to the idea of fear, obedience and unilateral respect, from moral autonomy, a more advanced form of morality, a morality guided by the idea of equality, cooperation, and bilateral respect.

Hoffman conceptualized three types of such discipline strategies: Power assertion, withdrawal of love and inductive or explanatory practices. There is power assertion when parents “… try to control the child’s behavior by appealing to their physical power or their control of certain resources…” such as toys, fruit-gums, and the like (Hoffman, 1970, p. 285). (e.g., “if you do that, to lie, for instance, you won’t have toys anymore”. Withdrawal of love is a kind of blackmail in that parents try to control the child’s behavior by threatening him/her with unpleasant psychological consequences, such as, “if you do that -- to hit your sister, for example -- mom does not like you anymore”. Thus, in the withdrawal of love strategy “… parents give a direct, albeit not physical, expression of their disapproval of the child’s transgressions.” (p. 285). Contrary to what happens with power assertion and withdrawal of love disciplines or practices, when inductive or explanatory practices are used, parents try to get the child’s adherence by explaining to him/her the negative effects of his/her misdeeds on others (e.g.,” if you hit your sister she will be hurt”).

Among other things, Hoffman found that such discipline strategies or practices were related to different levels of children’s moral development. For example, he found (see p.292) that the frequent use of power assertion on the part of the mother was consistently associated with a low level of children’s moral development, such as is the case of moral heteronomy. In contradistinction, inductive practices were positively associated with the child’s moral autonomy. In a nutshell, discipline strategies a la Hoffman are a good predictor of children’s moral development. As there is mounting evidence that shows that one’s cognitive and social development are a necessary, albeit not sufficient, condition of one’s moral development, Hoffman’s parenting  strategies are also, to an extent, a predictor of children’s cognitive and social  development.

Note that, along with the beautiful, the true and the good are universal categories, regardless of how they are understood in different times and at different places. Because of this, it is also a bit surprising that ResearchGate theorists and researchers rarely, if ever, raise questions having to do with the beautiful. In this respect, note that Kant wrote three Critiques, one dedicated to the true (Critical of Pure Reason); one dedicated to the good (Critical of Practical Reason), and one related to the beautiful (Critique of Judgment).      

As far as I know there is no standardized tool to assess Hoffman’s discipline strategies. This means that if you want to appeal to such strategies as predictors of developmental outcomes you have to conduct a clinical interview a la Piaget. This is not bad, I think. Actually, psychologists often make use, for example, of standardized like-Likert scales. By so doing, they believe and get the impression – I would say the illusion -- that they are really measuring a certain psychological construct, such cognitive, moral, social, emotional, or aesthetical development. This is one of the reasons why I think that in psychology we should say to evaluate or assess, not to measure. Suffice it to say that, for example, in a Likert-scale the same score (40, for instance) can be obtained or achieved by answering differently to the several items of the scale at hand. The belief mentioned above is greatly responsible for what the Neo-Popperian Paul Meehl once called “the slow progress of soft psychology “[See Meehl, P. (1978) Theoretical risks and tabular asterisks: Sir Karl, Sir Ronald, and the slow progress of softy psychology. Journal of Consulting and Clinical Psychology, 46, 806-834].

In short, to assess Hoffman’s discipline strategies, Baumrind’s parenting styles, and so forth, it is better to use a well conducted clinical or semi-clinical interview than to a supposedly or apparently rigorous standardized scale or test. Wittgenstein once remarked in his famous Philosophical Investigations that in psychology there are experimental methods [and many standardized scales and tests], but conceptual confusion. Psychologists and educators, let alone other social scientists, have not yet leaned from this Wittgenstein’s astute remark. Note that many questions on Research Gate are questions about scales and the like, an only a few are about the issue of conceptual, grammatical, epistemological and even philosophical questions, as Wittgenstein used to say.

Note also, that Piaget’s monumental theory of cognitive development never appealed to generally and theoretically ungrounded standardized scales or (mental) tests but rather to theoretically grounded interviews and developmental tasks. To see the difference between mental tests and developmental tasks a la Piaget, note that the former are referred to a (quantitative) norm, and the latter refer  to a (qualitative) criterion. In other words, Piaget’s idea was to assess the qualitative type of one’s intelligence (i.e., practical intelligence, preoperational intelligence, concrete operational intelligence, and formal operational intelligence) than the quantity of one’s intelligence (e.g., one's IQ., to know more of the same, and the like). This does nor mean, however, that Piaget see quantity and quality as two unrelated  issues.

I hope that I have got your points and that this helps.    

 Best regards.               

many thanks Alessandra! 

The Caregiver Strain Questionnaire paper is available on ResearchGate 

 Dear Lizette,

These resources may interest you:

Hi Nguyen,

What a fantastic work you have already done! It appears you will be comparing the emotional and mental well being of the left behind children and the well supported children on these indices. It might be that a MANOVA could do the work since there are several interval scaled measures and two independent groups. This may help better than t-test as this will address the within and between group effects across your measure. You may also want to make some comparisons with the parents' data too to see what significant factors differentiate the supportive/available parents from non available ones and how that matches with the children's psychosocial outcomes using correlation analysis. Let me know if there is any more issues I can help with.

Best wishes as you keep analysing the massive data you have collected.

CHECK HERE: 

Attitudes and adjustment are two very different things--adjustment could be measured by parental stress--there are several measures here, e.g., parenting stress index, attitudes towards disabilities will be more difficult to find, don't know of anything that covers this.

The one I see used the most often is the Baby Care Questionnaire.  I have attached an article that specifically discusses the instrument.

  Note - If you search on "caregiver" instead of "infant care" or "baby care," you will find a huge number of questionnaires that measure the experiences of adults taking care of other adults.

I would read the literature on families and roles taken by individual family members carefully. You'll find that children frequently become the caretakers for their dysfunctional parents.  Role theory may provide some insights.  

Alfredo,

Harish has already summarized overal detail of the realtions between father and child. You find a link about this relations as follow:

In addition to this,  The book is "FATHER INVOLVEMENT IN ADOLESCENT DEVELOPMENT Promoting the Father-Child Relations in Adolescence" you can find it in 

Dear JoAnne,

The question is difficult since quality is a broad term. Is quality about emotional closeness, sentiment, instrumental support, connectedness, shared values, conflict, etc? It is therefore somewhat difficult to provide a specific answer.

However, you might want to consider looking at the following two conceptual frameworks that are widely used within the field of social gerontology. The first is the 'convoy model' (Kahn & Antonucci, 1980). The convoy model aims at understanding dynamics in personal relationships of older adults. It conceptualizes the individual’s social network as an evolving set of relations that vary in perceived closeness and importance and changes when people move trough life. The second widespread model is the intergenerational solidarity model. Where the convoy model pertains more to the network (and what happens when things occur such as grandchild's illness), the intergenerational solidarity model focuses more directly at understanding understanding parent-adult child relationships. This model was developed by Bengtson and Roberts (1991). The model distinguishes between structural, consensual, functional, associational, affectual, and normative solidarity. The models incorporates the frequency of contact and shared activities between the generations, the amount of emotional closeness as perceived by both generations, the amount of help and assistance within the relationship, factors that facilitate or hinder the opportunity for contact between generations, the amount of agreement in beliefs and values, and the obligations felt regarding the other party in the relationship and expectations regarding the content of the relationship.

Perhaps within this literature you'll find answers in how to assess and think of relationship quality between parents and adult children.

Kahn, R. L., & Antonucci, T. C. (1980). Convoys over the life course: Attachment, roles and social support. In P. B. Baltes & O. Brim (Eds.), Life-span development and behavior (pp. 253-286). New York: Academic.

Bengtson, V. L. & Roberts, R. E. L. (1991). Intergenerational solidarity in

aging families: An example of formal theory construction. Journal of

Marriage and Family, 53, 856-870.

Kind regards,

Teun Geurts

Thank you Barbara

You are very welcome,

all articles have been sent to your email with an additional article:

" Parents' views on the success of integration of students with special education needs" I found it related to your question.

All the best in your research,

Abdullah

Thank you so much for your help !! 

I am very grateful to both of you !! :)) 

I think so  because in my pilot study those who involved in parent's decision making about work had a higher lever of mental health and well-being.

Thank you very much!

I'm not sure of literature, but in my work there are plenty of NGO's working in countries like Mongolia and Vietnam who will likely have results from research they've conducted. It might be a good idea to contact the NGO's yourself. I would suggest ILO, World Vision, Save the Children, and UNICEF as these organizations tend to have better resources to gather more thorough data. 

In my experience, it's extremely rare that substance use is a concern in isolation within a child protection context. If it is one of those rare cases, then it comes down to the parents' capacity to provide care and protection to the child. In other cases, where there are a multitude of concerns across the spectrum, it's about the level of risk to the child. 

In my practice, while we are required as statutory investigators to complete SDM tools, I prefer to detail in both case discussion meetings and reports why it is or isn't a risk. It's really a case-by-case decision and (at least in Queensland, where most of my experience is) reforms involving advice from front-line staff are reflecting this preference. 

I've attached a copy of the Communities' practice paper on engaging with families where substance use is a concern. Keep in mind that this was written in 2007 and that the reforms of approaches to child protection are underway in Queensland at the moment. 

Hi! I've found some articles about this topic, but they are in spanish. If you don't care about it, let me know and I will send you the links.

However, I'm interested in english articles too, so I will follow this question.

Luck!

The basic resource is Kenneth Kendler's 1996 article "Parenting: A genetic-epidemiological perspective," published in the American Journal of Psychiatry (volume 153, pages 11-20). Cox et al. (2000) replicated Kendler's finding with both the original 25-item version and an 8-item version that is now used by the NCS. This article appeared in Social Psychiatry and Psychiatric Epidemiology, volume 35, pages 353-370. Both the original version and Kendler's abbreviated version have been used in many studies. The very brief (8 item) version first appeared in Comprehsnsive Psychiatry (1992), volume 33, pages 374-377; Klimidis was the first author.

My impression is that most of the studies that have examined the instrument itself have been factor analytic in design. They may not also report basic psychometric data. But they can be cited in support of the instrument's use. And if you turn out to be the first to report actual psychometrics, then your study has an additional value.

For what it may be worth, Klimidis did report psychometrics for the brief form, and his paper is available on ResearchGate. I'm attaching a copy. Good luck with your research program!

Thank you so much. This was very useful.

Any more information on effects of childhood adversity (anxiety, depression, family pathology, poverty, accidents/ death), particularly on the possible occurrence of deviancy during adolescence, I would really appreciate.

Hello Zahra

These papers are possibly relevant to you:

Jablonski, J. F., & Martino, S. (2013). A Qualitative Exploration of Emerging Adults' and Parents' Perspectives on Communicating Adulthood Status. The Qualitative Report, 18(37), 1.

Dor, A. (2013). Don’t Stay Out Late! Mom, I’m Twenty-eight: Emerging Adults and Their Parents under One Roof. International Journal of Social Science Studies, 1(1), p37-46.

You might find this pole worth looking at:

Jeffrey Jensen Arnett, Ph.D. • Joseph Schwab • Clark University • Worcester, Massachusetts September 2013, Parents and their Grown Kids: harmony, support, and (occasional) Conflict

This review is also interesting although  the main discussion is Arnett, so you are probably familiar with the contents:

Munsey C. (2006) Monitor Staff. Emerging adults: The in-between age

A new book makes the case for a phase of development between adolescence and adulthood. Vol 37, No. 6, Print version: page 68

Very best wishes

Mary

Dear Beatrice,

Thank you for your response. I have not read the papers as yet but the look promising and the content looks reliable. I am in the process of closing down my research for a book and I wanted to focus on empirical studies rather than make speculative guesses. I shall read them with inrterest. Is this your area of interest too?

Ian

Yes, absolutely. The results would be absolutely interesting to the manufacturers and retailers of child products. As far as I know, there is no still a good recommendation system for products and services for children and their parents, considering the age of the child and the age of the parent as a parent.

Thank you!  Any studies that I could be directed towards?

thank you very much, Hans. This is very helpful.

Temesgen,

Here's a couple references from our lab.

Dozier, M., & Lindhiem, O. (2006).  This is my baby: Differences among foster parents’ commitment to their young children.  Child Maltreatment, 11, 338-345.

Lindhiem, O., & Dozier, M. (2007).  Caregiver commitment to foster children:  The role of child behavior.  Child Abuse and Neglect, 31, 361-374.

Bernard, K., & Dozier, M (2011). This is My Baby: Foster parents’ feelings of commitment and displays of delight. Infant Mental Health Journal. 32, 251-262.

 My best, Mary

The paper aims not directly on empty nest but on single mother's well-being when adolescents start to become more independent 

Thank You Dr. Kocayoruk